Autism Spectrum Disorder (ASD) involves both social and cognitive challenges, one being difficulty with visual attention. The ability to establish and track eye gaze with a caregiver (joint attention) is essential for language acquisition, as disruptions to these foundational interactions can impact the child across their lifespan. Knowing visual attention can present challenges for autistic […]
C10-T: Facial Movements of Native-Signing Children with and without ASD
This study is an investigation of how different populations–specifically individuals with autism spectrum disorder (ASD)–communicate and express themselves using American Sign Language (ASL). Previous research has found that hearing children with ASD produce more atypical, awkward, and slower facial expressions than typically developing (TD) children. Since sign language involves practice with facial expressions, we were […]
C90: Fingerspelling Patterns in Signing Children with and without Autism Spectrum Disorder (ASD)
Our research investigates sign language development in children with ASD. Previous research has shown that signing children with ASD produce unique or idiosyncratic errors such as palm orientation reversals, which may indicate differences in how children with ASD imitate body movements. In this study, we ask if a sample of signing children with ASD produces […]
A88: Shared-Reading Habits of Parents of Children with ASD
This research project explored the shared-reading habits of parents of children with Autism Spectrum Disorder (ASD) and compared those results to the shared-reading habits of parents of typically developing children. The goal was to gain a stronger insight on early literacy skills of children with ASD and assess whether the shared-reading habits of parents of […]